Language Experience Approach (LEA) By Shari Ahlschwede “The Language Experience Approach can create opportunities for learning that bridge different languages, cultural expectations, and values about diverse events and life experiences.” (Landis, Umolu, & Mancha, 2010)
What is Language Experience Approach?
It is a Specifically Designed Academic Instruction in English (SDAIE) strategy used to teach English Learners in the classroom.
It is intended to develop and support students' reading and writing abilities by connecting their personal experiences to the classroom.
Why Use SDAIE Strategies?
Metacognitive Development-skills and vocabulary (Self assessment, vocabulary assignments)
Bridging the gap between students previous knowledge and new material (Think-pair-share, quick writes, anticipatory charts)
Building-helping students recognize the relationships between concepts (compare and contrast, jigsaw learning)
Contextualization-Familiarize unknown concepts through experience (demonstrations, video clips, use of manipulatives, LEA)
Modeling the language by speaking slowly and clearly, providing examples of how to speak correctly
Text Representation- apply understanding of text in new ways (games, making posters) (Meyerson, 2006)
Why LEA?
Reinforces the relationship between spoken and written English
Communicates the idea that print carries meaning
Provides context based on student knowledge and experience
Helps build vocabulary and spelling proficiency
Incorporates repeated readings and repetition of high-frequency words
Examines components of language (words, phonemes, morphemes)
Models correct sentence structure by the teacher
How to Use LEA in the Classroom
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Step 1. The teacher asks about a subject (such as what the student did last weekend, favorite experience during a field trip). An LEA should record an experience that is memorable and provides the student with a lot to dictate.
Step 2. As the student speaks, the teacher records what the student is saying verbatim (even if it is not grammatically correct to allow the student to express the experience in his or her own way). The teacher must print neatly so that it is not difficult to read.
Step 3. The teacher reviews the writing and the student and teacher read the dictated text aloud together. Students will often be able to read this quite easily, even if it includes words that might otherwise be difficult for the student to read.
Step 4. The student is encouraged to illustrate the text and form either a book or a poster to display in the room or in a personal reading journal.
Using LEA with English Learners
Students who are learning English bring with them knowledge of their native language structure. Young students may only have an oral understanding, while older students often bring both written and oral language knowledge.
The teacher can model the syntactical structure of English and how it differs from their native language
Example: In Spanish, the adjective is place after the noun, while in English, the adjective is before the noun. (Meyerson & Kulesza, 2006)
Spanish Structure: la manzana rojo
Literal Translation: the apple red
English Structure: the red apple
Helpful Video
References
Landis, D., Umolu, J., & Mancha, S. (2010). The power of language experience for cross-cultural reading and writing. The Readins Teacher, 63(7), 580-589.
Zarillo, J. (2011). Ready for revised rica: a test preparation guide for california's reading instruction competence assessment. Boston, MA: Pearson Education, Inc.
By Shari Ahlschwede
“The Language Experience Approach can create opportunities for learning that bridge different languages, cultural expectations, and values about diverse events and life experiences.” (Landis, Umolu, & Mancha, 2010)
What is Language Experience Approach?
It is a Specifically Designed Academic Instruction in English (SDAIE) strategy used to teach English Learners in the classroom.
It is intended to develop and support students' reading and writing abilities by connecting their personal experiences to the classroom.
Why Use SDAIE Strategies?
Metacognitive Development-skills and vocabulary (Self assessment, vocabulary assignments)
Bridging the gap between students previous knowledge and new material (Think-pair-share, quick writes, anticipatory charts)
Building-helping students recognize the relationships between concepts (compare and contrast, jigsaw learning)
Contextualization-Familiarize unknown concepts through experience (demonstrations, video clips, use of manipulatives, LEA)
Modeling the language by speaking slowly and clearly, providing examples of how to speak correctly
Text Representation- apply understanding of text in new ways (games, making posters) (Meyerson, 2006)
Why LEA?
Reinforces the relationship between spoken and written English
Communicates the idea that print carries meaning
Provides context based on student knowledge and experience
Helps build vocabulary and spelling proficiency
Incorporates repeated readings and repetition of high-frequency words
Examines components of language (words, phonemes, morphemes)
Models correct sentence structure by the teacher
How to Use LEA in the Classroom
Step 1. The teacher asks about a subject (such as what the student did last weekend, favorite experience during a field trip). An LEA should record an experience that is memorable and provides the student with a lot to dictate.
Step 2. As the student speaks, the teacher records what the student is saying verbatim (even if it is not grammatically correct to allow the student to express the experience in his or her own way). The teacher must print neatly so that it is not difficult to read.
Step 3. The teacher reviews the writing and the student and teacher read the dictated text aloud together. Students will often be able to read this quite easily, even if it includes words that might otherwise be difficult for the student to read.
Step 4. The student is encouraged to illustrate the text and form either a book or a poster to display in the room or in a personal reading journal.
Using LEA with English Learners
Students who are learning English bring with them knowledge of their native language structure. Young students may only have an oral understanding, while older students often bring both written and oral language knowledge.
The teacher can model the syntactical structure of English and how it differs from their native language
Example: In Spanish, the adjective is place after the noun, while in English, the adjective is before the noun. (Meyerson & Kulesza, 2006)
Spanish Structure: la manzana rojo
Literal Translation: the apple red
English Structure: the red apple
Helpful Video
References
Landis, D., Umolu, J., & Mancha, S. (2010). The power of language experience for cross-cultural reading and writing. The Readins Teacher, 63(7), 580-589.
Literacy Connections. (2011). In their own words the language experience approach: a method to reach reluctant or struggling readers. Retrieved from http://www.literacyconnections.com/InTheirOwnWords.php
Meyerson, M., Kulesza D. (2006). Language experience approach. Strategies For Struggling Readers and Writers, 32-33. Retrieved from http://www.education.com/reference/article/language-experience-approach/
Support Real Teachers. (n.d.). Strategies for english language learners. Retrieved from http://www.supportrealteachers.org/strategies-for-english-language-learners.html
Zarillo, J. (2011). Ready for revised rica: a test preparation guide for california's reading instruction competence assessment. Boston, MA: Pearson Education, Inc.